Teacher Language

This part of the assignment is set to enable us to assess your language grading and concept checking.
You should show a) some of the language you would use in the presentation, and b) to give one
instruction.

You must use direct speech, e.g. T: So everyone, look at this picture, please. What can you see?
S1: Man and woman
T: A man and a woman, yes, can anyone say a bit more?
S2: They're riding their bikes.
T: Excellent. Good. What are their names do you think?
S3: Donald and Melania.
T: Great idea! – So I'm putting that on the board (Teacher writes on the board 'Donald and Melania are
riding their bikes.')
You might need to put in some predicted student responses, as in the example above.

Check the examples in Unit 7 to make sure you understand what is required.
N.B. If you do not use direct speech, you will be required to resubmit the whole assignment.

This document should not be more than 3 pages long, including this page; approx 700-1000 words
in total.
a) Presentation
You do not need show the entire presentation, but show us some of the language you would use to elicit
the target language from the context you have chosen, elicit the form and concept check.

Show the actual words you would use for:

ii) eliciting the form ( see section “Introduce form + pronunciation” under “presentation” in the
lesson plan)
“Remember how earlier I started the sentence? There was a specific word in front of what I have
written here [teacher points to the board that has “have a party” written on it]. A small, little word. Does
anybody remember?”
“if?”
“yes! Correct! [teacher writes the full sentence on the board - If I have a party, I will buy a cake]. Now
everyone repeat – “If I have a party, I will buy a cake”
[Students repeat]
“excellent! Look at the board, please. How many parts does this sentence have? Those parts are called
“clauses”. [if nobody answers, point to the comma] Look here, what do you think this could mean?”
“The sentence has two parts?”
“precisely! Now let’s look at the first part. This is called an “if” clause. Why do you think it’s called
that way? [students notice that is starts with “if”]. Good job! Now after “if” [teacher puts the pointer to
the word “have”] we use a… [wait for students to say either “have” or “verb”. If students answer
“have”, ask them “what part of speech is it? Is it a noun?”, to which students would reply “no, a verb”].
Well done everyone! So the “if” is followed by a verb. What tense is this? Is it part, present or future?
[still pointing to the word ”have”].”
“present simple?’
“exactly! So we see that “if” is followed by….”
“present simple”
“Good! Now let’s go to the main clause. Which is the verb here?”
“Buy”
“Yes. Bus what tense is it? Past, present or future?”
“Future!”
“How do you know?”
“Because there is “will”.”
“Well done! So now we know that after the comma, we use….”
“Future simple!”
“Look at you go, everyone! Good job! Now let’s write down the formula – if plus….”
“Present simple”
“yes! Comma, will plus….”
“Verb”
“Excellent!”

iii) concept checking

“Let’s try with one of your sentences now. Sarah said she dreams to become a painter. Let’s make a
sentence! How do we start?”
“If”
“Yes! [teacher writes “if” on the board] . What comes next? [if the class is silent, point to the example
sentence from earlier, the word “I”]”
“I”
“Well, this sentence isn’t about you. This sentence is about Sarah, right?”
“True”
“What is this part of speech called? Is it the object, the verb,…”
“Subject?”
“Precisely! So in this sentence what would be the subject?”
“Sarah!”
“Correct! [teacher writes “Sarah” after “if”]”
“What do we need next? A noun? A verb?”
“A verb!”
“Yes! And what is the verb Sarah already gave us? [point to the board that has “become a painter”
written on it]”
“become”
“That’s right! BUT what do we need at the end of it? Because remember, we are talking about Sarah.
“Become” is not third person, is it?”
“No”
“So what do we need at then of “become”?”
“s”
“Correct! [teacher writes it at the end of the sentence] What follows?”
“a painter”

(so the class would create a full sentence of “If Sarah becomes a painter, she will be rich”)

b) instructions to one of the activities in your lesson

Controlled practice activity

“Let’s do some matching! You all will get little cards [show a stack of the little cards from “Materials”]
that have parts of the sentences on them. Some have the “if” clause, some have the main clause. What
do you think you will have to do?”

“Match them?”

“Precisely! There are 12 sentences, you have to put the beginning and end together. Afterwards write
them down in your notebook. You will have 5 minutes. Those who are done before the time is over, you
can write the question and negative forms of these as well. Who can tell me how many sentences there
are?”
“12”
“Good! You were listening! And how much time will you have?”
“5 minutes!”
“That’s right! Now I will give you the box and you will take one and pass around. But do not start yet!
We will do one of them together.”

[students pass around the box which is divided into stacks for each student]

“Good! Now all take off the paper clip, and find the “if” clause that has number 1 on it.
[students rummage and find the correct paper]
It says “If it rains tomorrow,”. What do you think could be the main clause to this “if” clause?”
“I will stay home.”
“Exactly! [make sure all students put the cards on the table next to each other]
Now you have 5 minutes to do the remaining 11 on your own!”